Bastian Maya J S, Rohlik Lindsay N
School of Nursing, College of Allied Health and Nursing, Minnesota State University, Mankato, Minnesota, USA.
Department of Nursing, Southwest Minnesota State University, Mankato, Minnesota, USA.
J Sch Nurs. 2024 Feb;40(1):74-85. doi: 10.1177/10598405221120440. Epub 2022 Aug 15.
Youth who identify as transgender or gender non-conforming (TGNC) are at greater risk than their peers for mental health concerns. School staff knowledge and training on supporting the mental health of these students may have a significant effect on this population. To better understand where school staff are provided such training, we conducted a scoping review to determine any differences in staff knowledge and training between urban, suburban, and rural high schools. We searched five electronic databases using keywords: transgender or gender variant or gender non-conforming, mental health, school, and student. Twelve articles met the criteria for review. We found no comparative studies that differentiate staff training and knowledge across high school settings. Most articles demonstrated the efficacy of training school staff in supporting TGNC students, and demand from school staff for access to such training. School nurses can lead and advocate for such training to support TGNC students.
自我认同为跨性别或性别不一致（TGNC）的青少年比同龄人面临更大的心理健康问题风险。学校工作人员在支持这些学生心理健康方面的知识和培训可能会对这一群体产生重大影响。为了更好地了解学校工作人员在哪里接受此类培训，我们进行了一项范围审查，以确定城市、郊区和农村高中工作人员的知识和培训之间是否存在差异。我们使用关键词“跨性别或性别变异或性别不一致”、“心理健康”、“学校”和“学生”搜索了五个电子数据库。12篇文章符合审查标准。我们没有发现区分不同高中环境下工作人员培训和知识的比较研究。大多数文章证明了培训学校工作人员支持TGNC学生的有效性，以及学校工作人员对获得此类培训的需求。学校护士可以牵头并倡导此类培训，以支持TGNC学生。
